Inventory of Sources of Stress During Medical Education - Further Validation. (1st June 2022)

• Record Type: Journal Article
• Authors: Carneiro, M.; Macedo, A.; Loureiro, E.; Dias, M.; Carvalho, F.; Telles Correia, D.; Novais, F.; Barreto Carvalho, C.; Cabacos, C.; Pereira, D.; Vitória, P.; Araújo, A.; Pereira, A.T.
• Is Part Of: European psychiatry. Volume 65:Supplement 1(2022)
• Page Start: S693
• Page End: S693
• Publication Date: 2022-06-01
• Subjects: burnout -- medical students -- Inventory of Academic Sources of Stress in Medical Education -- confirmatory factor analysis; Psychiatry -- Periodicals; Mental illness -- Periodicals; Electronic journals; 616.89
• DOI: 10.1192/j.eurpsy.2022.1784
• Languages: English
• ISSNs: 0924-9338

Abstract

Abstract : Introduction: The Inventory of Academic Sources of Stress in Medical Education (IASSME) evaluates the presence and intensity of the main sources of academic stress for Portuguese Medicine students in five dimensions: Course demands/CD, Human demands/HD, Lifestyle/LS, Academic competition/AC, and Academic adjustment/AA. Objectives: To further validate the ISSME using Confirmatory Factor Analysis and to analyze the psychometric properties of a new version including additional sources of stress. Methods: Participants were 666 Portuguese medicine (82.6%) and dentistry (17.4%) students (81.8% girls); they answered an online survey including the ISSME and other validated questionnaires: Maslach Burnout Inventory – Students Survey (MBI-SS) and Depression Anxiety and Stress Scales (DASS). Results: Confirmatory Factor Analysis showed that the second order model composed of five factors (the original structure by Loureiro et al. 2008), but excluding item 11 (loading=.371), presented good fit indexes (χ2/df=3.274; RMSEA=.0581, p<.001; CFI=.917; TLI=.904, GFI=.919). The Cronbach's alfas were α=.897 for the total and from α=.669 (F2-HD) to α=.859 (F1-CD) for the dimensions. The expanded version, including two additional items related to lack of interest in medicine/dentistry (F6, α=.543) and two additional COVID-19 stress-related-items (F7, α=.744) also showed acceptable fit indexes (χ2/df=3.513; RMSEA=.061, p<.001; CFI=.88.; TLI=.866, GFI=.892). This new version's α was of .896. Pearson correlations between ISSME and the other measures were significant (p<.01) and high: >.55 with DASS and >.50 with MBI-SS. Girls presented significantly higher ISSME scores. F6 score was significantly higher in dentistry students. Conclusions: This further validation study underlines that IASSME presents good validity (construct and convergent) and reliability. Disclosure: No significant relationships.